【作者】 窦连芳；

【导师】 刘中富；

【作者基本信息】 中国海洋大学 ， 汉语言文字学， 2010， 硕士

【摘要】 汉语多音字由于其复杂的形音义之间的关系,成为以汉语作为第二语言的外国学习者学习的一个难点。目前对多音字本体论方面的研究成果已经比较丰富,但是对于对外汉语教学中的多音字情况及相关教学方面的研究还不是很充分。鉴于此种情况,我们对对外汉语教学中多音字的基本情况进行了统计和调查,通过调查、比较、分析,我们整理出了对外汉语教学中常见多音字表,并针对外国学习者学习多音字时存在的一些问题,提出了教学意见。本文具体分为六章进行论述：第一章是前言部分,简单介绍多音字的研究现状,针对现在多音字研究的情况及外国学习者学习多音字的情况,提出本文研究的对象和方向,明确本文的研究方法和原则。本文主要以《汉语水平词汇与汉字等级大纲》及多本对外汉语教材中的多音字为研究对象,采取定量统计和定性分析相结合的方法,通过调查分析,整理出对外汉语教学中的常见多音字,本着理论和实践相结合的原则,对对外汉语多音字教学提出一些建议。第二章主要介绍《大纲》及对外汉语教材中的多音字情况。首先对《大纲》的汉字等级大纲和词汇等级大纲中的多音字进行统计,从数量、音项、音项所处等级等方面进行了描写和分析。然后调查统计不同教材中的多音字情况,从教材中对多音字知识点介绍情况、数量、所收读音异同等方面了解了教材中多音字的情况。第三章对《大纲》及对外汉语教材中多音字收录情况从二者都有收录的部分和收录有所差异的部分进行了比较分析。收录相同的部分是学习的重点,而收录有所差异的部分又分为《大纲》中收录而教材中没有体现出来的多音字及教材中出现的超纲多音字,对差异部分进行分析,找出差异存在的原因。第四章在第二、三章统计分析的基础上,首先对《大纲》及教材中出现的多音字类型进行了总结和分析,把这些多音字分为两大类：多音多义字和多音同义字,多音多义字又从社会语用和文字演变角度分为八种情况。通过分析,总结出一些规律,结合实用性和常用性,整理出了对外汉语教学中常见多音字表,并根据使用频率分为三部分,以方便使用。第五章针对外国学习者学习多音字时存在的问题,从初级和中高级两个阶段对多音字教学进行了探讨。根据心理词库理论,初级阶段要打好基础,学好语音,积累词汇。到中高级阶段,教师要善于帮学生建立起语义系统,通过语素提取、词义联系、区别词性、串词成句等方法,加上大量的练习,使学生更好地掌握多音字。最后_章是结语,主要对全文进行总结。更多还原

【Abstract】 Due to the complex relations between the pronunciation and meanings of one character, the modern Chinese homophones are very difficult to learn for foreign learners who Chinese as the second language. About the modern Chinese homophones, there are many ontological researches at present, but the researches regarding teaching Chinese as a foreign language are very few. So this thesis first investigates the modern Chinese homophones’situations in teaching Chinese as a foreign language, then makes a word list through investigation, analysis and comparison, and put forward some suggestions of teaching. This paper is divided into six chapters.The first chapter is the introduction, in which the existing research results of the modern Chinese homophones are introduced briefly, as well as pointing out the object and direction of this study and making the research methods and principles clearly. This paper studied the modern Chinese homophones in The outline of Graded Vocabulary for HSK (The outline for short) and some teaching Chinese as a foreign language textbooks by quantitative statistics and qualitative analysis.The second chapter introduces the modern Chinese homophones’situations in The outline and textbooks. Firstly, the author makes a statistics about the amount of words, the pronunciation and the grade of words in The outline.Then investigates the text books and analyzes them from the introduction about this knowledge, the quantity of received pronunciation and so on.The third chapter contrasts the similarities and differences between the textbooks and The outline.The same part is the key point to learn. The differences include two parts:the words The outline included but not manifested in the textbooks and the words appeared in the textbooks but not included of The outline. Then this paper analyzes these differences and finds out the reasons. Based on the statistical analysis of the second and third chapter, the fourth chapter analyzes the types of the modern Chinese homophones which appeared in The outline and the textbooks. These words can be divided into two parts:polyphonic polysemous words which included eight types and polyphonic synonym. Then summarizes the list of common modern Chinese homophones in the teaching Chinese as a foreign language according to practicality and common, and according to using frequency divides it into three parts for ease of use.The fifth chapter carries on the discussion of the modern Chinese homophones teaching from primary and senior stages in view of the questions exited in the foreign learners. According to the Theory of the Mental Lexicon, the learners should grasp pronunciations and accumulate vocabulary in the primary stage to lay a good foundation for further study. To the senior stage, teachers should be good at helping students to establish the semantic system through morpheme extraction, word meaning relation, distinguish part of speech, stringing words into sentences and so on. Using these methods followed along a lot of practice could make students grasp the modern Chinese homophones better.And the last chapter is a conclusion to summarize the full text.更多还原